the role of universities in combating global warming (1)

8/3/2019 The Role of Universities in Combating Global Warming (1)

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THE ROLE OF UNIVERSITIES IN

COMBATING CLIMATE CHANGE


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UNFCC COP15 (2009) states that theearths climate has always changed,flowing through series of warming andcooling cycles. However, recent large-

scale anthropogenic influences haveled to dramatic changes within thissystem. As a result the earth hasentered into a warming cycle of

unprecedented speed at a time when itshould be cooling.


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Houghton (2005) indicates that Global

warming' is a phrase that refers to the effecton the climate of human activities, inparticular the burning of fossil fuels (coal, oiland gas) and large-scale deforestation, which

cause emissions to the atmosphere of largeamounts of 'greenhouse gases', of which themost important is carbon dioxide. Such gasesabsorb infrared radiation emitted by theEarth's surface and act as blankets over thesurface keeping it warmer than it wouldotherwise be.


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On the other hand, some scientists have

mentioned that climate change doesnot only include global warming, butsome areas are experiencing a coolingeffect. Anthropogenic mineral particles

from soils disturbed through over-cultivation, deforestation and erosion,and sulphate particles from oxidation ofsulphur dioxide pollutants cause adecrease in radiative forcing of climate,which has been called global cooling.


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In The Gambia, many of the likelycharacteristics of the resulting changes

in climate (such as more frequent heatwaves, increases in rainfall, increase infrequency and intensity of manyextreme climate events) can be

identified. Because of its negativeimpacts on human communities(including for instance substantial sea-level rise) and on ecosystems, global

warming is the most importantenvironmental problem the world faces.


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In The Gambia, three economic sectors, two of which are already

flagged as highlysensitive to climate change, two natural resources

sectors, and one social sector, are selected for inclusion in the

National Adaptation Programme of Action (NAPA) study.These are

shown below under relevant headings:

Economic Sector_ Agriculture (crop and livestock production sub-sectors)_ Fisheries_ EnergyNatural Resources Sector

_ Water Resources_ Forest ResourcesSocial Sector_ Health


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Adaptation to the inevitableimpacts and mitigation to reducetheir magnitude are bothnecessary. International action is

being taken by the world'sscientific and politicalcommunities and universities areof no exception.


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What Is A

University?


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The traditional functions of universities areteaching and research. In their teaching

activities, universities provide the professionaltraining for high-level jobs, as well as theeducation necessary for the development of thepersonality. University research increased thebody of theoretical knowledge as well as itsapplication to practical problems. Thetraditional university restricted itself mainly to aclose circle of professors and students from theupper strata of society and lived in relative

isolation, the proverbial, ivory tower". Itproduced the elite of the nation, and society so to speak had to adopt to the elite.


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Research was the privilege of the professors,determined to a large extent by personal

interests and their contacts among eachother. This, however, meant a reduction inperformance: the ultimate yardstick formeasuring the success of a university is theimprovement in the lives of the people it

serves. The full benefit from a university canbe obtained only if the university and societyare organically linked together. Raised inanother way, the needs of society have to be

at the center of a university's acitivities, anda flexible adjustment to changing needs isnecessary.


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In combating global warming, Universities must first look atinstitutional change in terms of curriculum. They should beable to attract or employ professors or lecturers who areexperts on global warming or climate change issues. This

will help them to construct their curriculum so as toincorporate environmental courses that treat topics relatedto climate change, i.e. to feature special faculty courses onglobal warming and climate change. This is very important

for the mere fact that a university attracts students fromdifferent backgrounds, communities, cultures, and from allover the globe. Professors should be able to open theirclasses to students, mold and groom them to concentrateon specific aspects of global warming so that after theygraduate and go back to their respective communities, theywill stand as the ambassadors and convey what they havebeen taught to their communities.


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Traditionally universities arebiased towards theoreticalwork, and its application to

problems of the real world is

looked down upon and,sometimes, below the

dignity of a real scientist.

Theory is the basis ofscientific training whichcannot be waived. It is

fundamental for the

development of science andfor research. There isnothing more practicalthan a good theory.

On the other hand, thescientist's problems are notsociety's problems and the

real world situation isusually different from the

assumptions made in manytheoretical models.

Therefore, the application

of theories towards solvingpractical problems has to

be taught and exercised inaddition, if not only a fewscientists, but graduates

are to be trained.

This however, wouldnecessitate the

availability of properinstruction materials

and tools in universities.


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Secondly, institutions should be encourage to makesustainability a priority and learn from one another byconducting annual evaluations of their practices and

ultimately, to challenge universities to create changeboth within themselves as institutions first and thenaround them, as change must come from the edges.

Universities should apply best sustainable environmentalpractices within their campus, and this requires thecooperation of students, faculty and staff.

Universities and colleges should also work together toshare information and study from each others sustainableenvironmental practices.


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Endowment Institutes should be set up to give universities pointsbased on their performances and practices in different areas like

Climate Change and Energy, Food and Recycling, Green Building,

Endowment Transparency (how a college shares information about

endowment investments), Investment Priorities (how committedschools were in investing in renewable energy, community

development and optimizing investment returns) and Shareholder

Engagement (how engaged colleges were in discussing and

promoting sustainable investments).


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McPhail Center for Environmental Studies, U.S.A (2008), found

that many schools were taking significant steps towards improving

sustainability: 45% of the universities surveyed had taken steps

towards cutting carbon emissions, while more than a third of the

schools had fulltime campus sustainability administrators. Denison

University in Granville, Ohio formed an environmental task force

to address environmental and sustainability issues within thegovernance system. Its goal: to determine a permanent body in the

university that will decide on environmental issues. Junior

Meredith Atwood, a student representative on the task force, said

they have divided up certain areas, such as buildings and grounds,dining, energy and water, and waste management. A sustainability

coordinator would manage the different areas, assess them with

annual reports, and advise departments and offices on campus.


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Next, Universities are not only teaching but

also research institutions. Hahn et al (2009)

states that the creation of new knowledgelies at the heart of the research university

and results from tremendous investments of

resources by universities, federal and state

governments, industry, foundations, and

others. Research projects and methods are

centered on the needs, and conditions of its

society. In the process, those products also

advance further research and scholarship,

along with the teaching and service missionsof the university.


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Waste management: Stop open dumping andcapture methane to convert to electricity. This

reduces the release of carbon dioxide byburning waste and the burning of fossil fuels.

Environmental Planning, Town and CountryPlanning: Appropriate drainage systems should be

put in place and residential areas should beseparated from industrial areas. Not all places can

be residential areas, thus research, site investigationand landscape study should be carried out beforedesignating an area as a residential area.


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Furthermore, some areas in urban areas could be turned into

green spaces. It grants ecological systems that take inpollutants and rainwater, alleviate flooding and offer shadeand cooling. Shaw (2007) states that set of large open spacecan give provisional stores for water throughout storms and

a cooling means for the city.

Research should be carried out on transformingBrownfield (abandoned land) into Greenfields,

because keeping them as Brownfield willencourage erosion in all its forms.


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The results of such research should always be circulated to law and

policy makers and politicians for the better and sustainable

development of our country and for the benefit of our society.

University must become a primary tool for Africas green

development in the new century. Universities can help developAfrican expertise; they can enhance the analysis of African

problems; strengthen domestic institutions.


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Finally, Universities can initiate their own environmental projects

which can be funded by international funding bodies. Projects like

Community Forestry, tree rehabilitation, and ways of preventing

erosion are very significant. One example is a project initiated by theUniversity of Wolverhampton, called the Borassus Project which is an

EU funded project. Booth (2007) states that the Borassus Project is

assessing their long-term efficiency in controlling soil erosion and

calculating their sustainability and economic practicability in 10

countries including Africa. Palm geotextiles may enhance socio-

economic conditions for sustainable development and the benefits for

developing countries may include poverty mitigation, environmental

education and local community participation in land retrieval and

environmental education programmes to mention a few.


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Community Forestry in

The Gambia

The establishment of the project inThe Gambia is very timely because itwill help rural communities to intensifythe CF programmes and promote CF incommunities that have not yetembraced them. An assessment of the

ecology of the Borassus palm in thelocality was conducted.

Villagers are now aware of anotherpotential use of palms and haveembarked on tree nursery projects forthe development of large plantations

of the palm. These plantations are wellplanned and, when fully established,will enhance reforestation,agroforestry and provide a sustainablesupply of the leaves for geotextileproduction and food security.


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Geotextile Mats

Studies have shown thatgeotextile mats;

lessen sediment yieldby 95%

Can be made at areasonably good price

Euro 0.35 0.60 for everysquare meter, which issimilar in price to othergeotextiles.

They make a steadynon eroding environmentthat gives the requiredtime for vegetation togrow.


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The Gambia, being a semi-arid and sub-humid bioclimaticregion, has a suitable environment for the growth of the palm.If the rural community could be made aware of this and taughthow to make these mats then opportunities and benefits suchas poverty alleviation and employment of disadvantagedgroups would be realized. Small and Medium enterprisescould then be developed and these mats could be exported tothe industrialized world so as to earn hard currency and uplift

the countys economy.


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0

100

200

300

400

500

600

700

800

900

mats

Duru Kindi Sany Sinchu

villages

Households Mats


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Male

1%Youths

14%

Women

85%

Male Youths W omen

the role of universities in combating global warming (1)

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